This study investigated the effect of ChemXccelerate Teaching Techniques on the Students Performance and Competencies in chemistry among the Grade 12 STEM students in Cavinti Integrated National High School. Specifically, it aimed to determine the level of ChemXccelerate teaching techniques the students learning competency and the students performance. The study also aimed to determine the significant difference on students performance and the significant effect of using ChemXccelerate teaching technique on students learning competency.                 The study used a descriptive design and a survey questionnaire- checklist and 50-items test. Moreover, the researcher utilized weighted mean, standard deviation, t-test, and regression analysis. Fifty (50) STEM students from Cavinti Integrated National High School was assessed and used as respondents of this research. The findings showed that the level of ChemXccelerate Teaching Techniques were perceived as very great extent. Similarly, students learning competencies were also perceived as very great extent. The students performance in  in summative test is high, furthermore, their performance in diagnostic test is evidently low. It only implies that they performed higher after the utilization of ChemXccelerate teaching techniques. A significant difference between the performance was observed after the utilization of ChemXccelerate teaching techniques. Additionally a significant effect was found between ChemXccelerate teaching techniques and students learning competency. Based on the findings, the following were conclusions derived from the data and results of the study presented, analyzed, and interpreted: ChemXccelerate Teaching Techniques has significant difference on the diagnostic and summative of the students and ChemXccelerate Teaching Techniques has significant effect on students learning competencies.  Therefore, hypotheses were rejected. Hence, the utilization of ChemXccelerate teaching techniques in chemistry was effective. Based on the conclusions formulated from the findings, it is recommended that teachers may engage students to an interactive activities when utilizing traditional method of teaching or lecture that is tailored to individual preferences and teachers may take the opportunity to improve their teaching techniques particularly in science education. Future researchers are advised to further study different teaching techniques and its effect on students performance.